Year 6
Learning pack 7
Dear year 6,
Hope you all are keeping busy and staying safe. Wow, we cannot believe we have 4 weeks left until the summer holidays. Your health and wellbeing are very important, if you are not doing so already, follow Joe Wick’s workout routine every morning at 9am- https://www.youtube.com/results?search_query=joe+wicks.
Make it a fun filled competition, get the whole family to join in.
Quite ‘me time’ is necessary, meditation, reading and yoga will help you strengthen your mind. Check out Mrs Khan’s videos to help you. https://www.youtube.com/watch?v=51DoLIooYVc
https://www.youtube.com/watch?v=j6GliOtlwaI
You are allowed one form of exercise outside the house, so make the most of it. Ride your scooter/bike, jogging/running or take a walk. Remember if there are other people out, who do not live in your house, make sure you are at a distance from them (2 metres minimum).
Home learning: Timetables Rockstar, Khan Academy, Purple Mash, Read Theory
Problem of the week (answer will be in next week’s learning pack).
Quote of the week- Share this with your family, talk about what message does the quote give us.
Draw a picture to summarise this quote.
A man lives in the penthouse of an apartment building. Every morning he takes the elevator down to the lobby and leaves the building. Upon his return, however, he can only travel halfway up in the lift
and has to walk the rest of the way - unless it's raining. What is the explanation for this?
Whilst we have been in lockdown our year 6 teachers have been learning some new skills and polishing existing ones. We would really like to see what new skills you have been learning during your time at home, if you can send us some pictures on
Miss Lancaster has been spending some time reading, which gives her that quite ‘me time’. Miss Ajaib is completing an online course and is working very hard at home, learning lots of new things. Wow, Mrs Haworth is learning some new tunes on her piano and her son is perfecting her football skills- we can’t wait to hear Mrs Haworth play! Mr Hussain has been busy in the kitchen, working on eating healthy and beautifully presenting his food. Mrs Khan has been busy practising her gardening skills and decorating the house for birthdays.
Currency
Each country has its own currency. This is the system of money it uses. The currency used in the UK is called pound sterling. Find out the currency of the following countries:
Country Currency
France USA China Uganda Australia
Locate Antarctica. Why does Antarctica not have an official currency?
Locate each country on a world map. Which continent is each part of? Choose another country from the map and find out its currency.
Source: Nathan Hughes Hamilton
Money Box Design
A money box is a place where we keep our money. It stores it until we are ready to spend it or put it somewhere else, like a bank account so we can continue to save.
• Do you have a money box, or have you seen one before?
Make your money box and use it to look after your money!
How will you make your money box?
Paint, draw, glue?
Draw a money box design. Think about:
• Will you have a coin slot?
• How will you get the money out of your money box?
• What colours, shapes, patterns will you use?
What materials will you use? E.g.
card, old containers or boxes?
Look at this week’s picture.
I can see _______________________________________________________________
I like __________________________________________________________________
I don’t like _____________________________________________________________
Where is it happening? Can you locate it on a map?
How does this week’s story make you feel?
I feel _____________________________
I feel like this because _______________
__________________________________
__________________________________
What is happening this week? Describe it using pictures, words or sentences.
What is your opinion?
I think I feel I prefer I know I believe
The best thing about The worst thing about
sad angry happy confused excited worried shocked afraid despondent
disconsolate dismal doleful downhearte d
forlorn gloomy melancholic miserable woeful wretched
aggrieved annoyed discontente d
disgruntled distressed exasperate d
frustrated indignant offended outraged resentful vexed
beaming buoyant cheery contented delighted enrapture d gleeful glowing joyful
addled baffled bemused bewildered disorientate d
indistinct muddled mystified perplexed puzzled
animated elevated enlivened enthusiasti c
exhilarate d
exuberant thrilled
agitated anxious apprehensiv e
concerned disquieted distraught distressed disturbed fretful perturbed troubled uneasy
astonished astounded disconcerted distressed dumbfounde d
horrified staggered startled stunned surprised
alarmed apprehensiv e
daunted fearful frantic horrified petrified terrified
What is happening this week? Can you describe it in your own words?
Where is it happening? Can you locate it on a map?
What do you think about this week’s story? How does it make you feel?
Have you ever experienced anything like this or come across anything like this before? When was it?
Where was it?
How do you think the people involved in the story feel?
Can you describe how somebody with a different opinion to yours might feel?
Do you want to do anything about it? What could you do?
Make a plan!
How does it make me feel?
What have you learned from this week’s story?
Analyse the two poems below and answer the questions.
1. Can you identify a line in each poem that shows the use of the first person?
2. What have these writers chosen to personify? How do you know?
3. Which poem is your favourite? Why?
4. If you could personify the wind and the rain again, how might you change your own interpretation?
Task 5: Look at the two poems for this lesson:
‘What is Green?’ by Mary O’Neill and ‘What is Pink?’ by Christina Rossetti. What colours can you identify in the poems?
Which is your favourite piece of imagery in each poem?
Which line do you think is most effective in each poem?
Can you identify any lines that evoke objects, feelings or particular settings?
Task 6: Now it’s your turn! Write a sentence that includes or evokes your chosen colour. When you’re finished, read it out to the class so that we can guess which colour you have chosen and how successful your imagery is.
Extension Task: Write a whole poem of your own which evokes your chosen colour.
Past Perfect
Example:
He had finished his dinner.
Activity 1
Make sentences using the past perfect after when.
1. Jan finished her dinner. Then she sat down to watch TV.
When Jan had finished her dinner, she sat down to watch TV.
2. George ate all the chocolate biscuits. Then he started eating the lemon ones.
______________________________________________________
__________________
3. I turned off the lights. Then I went to bed.
____________________________________
4. Lizzie did her homework. Then she went out to play.
____________________________________
5. Our class got off the bus. Then we walked into the museum.
____________________________________
6. Tim and Tom took the dog for a walk. Then they ate lunch.
____________________________________
Activity 2
Fill in the missing words.
1. I couldn’t get in the house because I _____ __________ my keys.
2. The garden was wet because it _____ _________.
3. I knew I ____ _____ that man somewhere before.
4. The fridge was full of food because Mum ____ ______ the shopping.
5. Tom was in prison because he ____ ________ some money.
6. Amy didn’t play netball on Monday because she _____ _________ her arm at the weekend.
We use the past perfect when we are already talking about the past
and we want to talk about an earlier past.
time.
Activity 3
Create your own sentences starting with word after.
Examples:
After Ann had brushed her hair, she got dressed.
After Tom had gone running, he had a shower.
Adverbs used with a Verb
Some adverbs usually go with the verb.
How often:
always often usually sometimes ever hardly ever never
How certain:
certainly definitely probably
Other:
already also just still even only
Activity 1
Put the adverbs in the correct places.
E.g. I speak French, but people know that I’m English. (often; always) I often speak French, but people always know that I’m English.
1. Jake eats fish. He eats fish for breakfast. (always; even)
____________________________________
2. Ann plays tennis, but she plays in the evenings. (often; only)
____________________________________
3. My mum is asleep. I think she is ill. (still; probably)
____________________________________
4. Ed does his homework. He forgot it today. (usually; just)
____________________________________
Activity 2
Put the adverbs in the correct places.
1. Do you play cards? (often)
____________________________________
2. Have you been to Spain? (ever)
____________________________________
3. Are you happy? (always)
____________________________________
4. Is Amy ill? (still)
____________________________________
Activity 3
Write some sentences about your hobbies, likes and dislikes using some of these adverbs.
E.g. I usually play football on a Thursday.
I have never ridden a skateboard.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Plan:
I can use image prompts to write a short story.
Skills I will focus on today:
____________________________________________________________________
_____________________________________________________________________
______________________________________________________________________
Use the picture below to write a short story using a genre of your choice:
Draft:
Published piece.
Partitioning is a way of working out maths problems that involve large numbers by splitting them into smaller units so they're easier to work with. EG: Seven million, five hundred thousand and seventy-two (7, 500, 072). Sometimes, you are given the number which is partially partitioned: EG:
5178923 = 5,000,000 + ……….. + 70,000 + ………….. + 900 + 20 + 3 (The digit 1 is in the hundred thousands column so this would be 100,000. The digit 8 is in the thousands column so this would be 8,000). Commas are usually used to separate larger numbers (often punctuated after every three digits).
YOUR TURN:
REMEMBER! When you multiply digits in any multiple of 10 (e.g. 10, 100 or 1000) move left; when you divide, your digits move right. Multiplying makes the number larger (multiplying by 10 means it is ten times larger). Dividing makes the number smaller (dividing by 100 means it is hundred times smaller). The distance they move depends on the amount of zeros in your number. If you are multiplying by 100 they move left 2 spaces because 100 has 2 zeros. The decimal point does not move. EG: 27.9 ÷ 10 = 2.79 27.9 ÷ 100 = 0.279 27.9 ÷ 1000 = 0.0279 If you are multiplying by 200 etc, then you can follow the rule by multiplying by 100 first and then multiply your answer by 2. EG: 34.5 X200 = 34.5 x 100 = 345 (then multiply your answer by 2) 345 x 2 = 690. This can also be achieved by multiplying by 2 first and then multiplying by 100.
Microwave brownies…
•
50g butter
•
65g unsweetened cocoa powder
•
200g sugar
•
2 eggs
•
1 teaspoon vanilla extract
•
100g plain flour
Method
Prep:5min › Cook:5min › Extra time:10min cooling › Ready in:20min 1. Melt the butter in high for about 30 to 40 seconds. Add the sugar, cocoa and
vanilla in that order and mix well.
2. Add the eggs, slightly whipping after each one. Add the flour and mix well.
3. Grease a microwave safe dish and spoon in the brownie mixture. Cook on high for 4 to 5 minutes (the more powerful your microwave the less time it takes). Let rest for 10 minutes before cutting.
Tip
When you take the brownies from the oven the centre will look undone, but it keeps cooking when resting. And if you leave them overnight in the fridge, the next day they will be even more consistent.
Substitution
This recipe also works well with 3 eggs, 100g butter, 65g to 125g of flour, 45g to 65g cocoa. So, don't worry if you don't have enough of any of the ingredients, but make sure not to change more than one amount at a time!
Don’t forget to share pictures of you baking! Send them to:
[email protected]
Using the knowledge organiser above, create a mind map about what you have learnt about Light.
1.
2.
3.
Answers:
Maths answers:
